Professional Identity and Performance of English Language Teacher Trainers in Bangladesh: In Quest of the 'Self'

Abstract

The English language teaching (ELT) sector in Bangladesh is expanding rapidly and has undergone huge reforms in the curriculum, textbooks and assessment format in recent years. This has called for developing a cadre of quality English teachers at secondary and higher secondary education sub-sectors through in-service teacher training. As a result, English language teacher training has emerged as a relatively new but an important profession in Bangladesh. However, the recruitment, employment and professional development of young ELT practitioners who serve as English language teacher trainers(ELTT) in government run ELT projects and teacher training institutions are characterised by inconsistency in professional structure, lack of policy formulation and disparities in job status. This paradoxical reality has spawned a rather complex setting for the young ELTTs as they struggle to negotiate and construct their professional identity. This research explores the nature and causes of Bangladeshi ELTTs identity formation and seeks to identify links between identity formation and professional performance of ELTTs who worked in two organisational settings in Bangladesh. It explores and reports how Bangladeshi ELTTs perceive their identity within and out of the professional community and how their professional identity affects their professional performance. Data were collected adopting a mixed method approach through questionnaires and in-depth interviews of selected teacher trainers from two major government training providers in Bangladesh. The findings reveal that identity of ELTTs purports complex, relational and multiples realities underpinned by recruitment process, professional status and job satisfaction. Although same or similar factors contribute to identity formation of ELTTs, there is inequality, hidden discriminations, identity gaps and crisis among trainers.